Dueweke's Toward A Theory Of Minority Students

Growing up in a Hispanic household has shaped and built my values in life. At Appleton North High School, I am one out of the few Hispanic students. Knowing that my parents have migrated to America to give me a better future has motivated me to make it happen. Although, as a Mexican-American, I have felt out of place as a minority. However, with time I learned to accept my cultural differences. In fact, to this day, I thank my widowed father for the sacrifices and greater opportunities he has given me. My goal is to keep representing the few Hispanic students in college by working hard to achieve my career goals; not all Hispanics are fortunate enough to attend college. I also work to inspire young Hispanics to find their potential and follow

Today’s society sees college as a very fundamental step to obtaining success. Carmen Lugo-Lugo argues that instead of being focused on education, college is beginning to convert into a marketplace and a business. She states that colleges are now more interested in making a profit from their students than the actual education they are there for. Due to this mindset, the flow of the classroom environment and how students treat professors is affected. She also makes it known how prevalent systematic racism and racial profiling exist and tells the readers by her first hand accounts. In her essay “A Prostitute, A Servant, And A Customer-Service Representative: A Latina in Academia”, Associate Professor in the Department of Critical Culture, Gender, and Race Studies, Carmen Lugo-Lugo uses emotion and language to communicate her claim. Throughout her writing she demonstrates strong emotion-evoking words, and hyperboles.

The purpose of Guiffrida’s (2006) paper is to provide empirical research evidences to support Tinto’s (1993) theory of student departure and highlighted the limitation of the theory by recognizing its failure to incorporate the study of psychological and cultural variables; therefore, it becomes incomplete and inappropriate when applying the theory to deal with minority students.

My Hispanic culture is exceedingly unique contrast to other cultures because we have countless of beliefs, holidays, lifestyles, etc. My world of Hispanic culture raised me to become an independent and determined person because being the first generation of a Hispanic family to attend college has my family beyond thrilled for me to put value to our heritage. Putting value in our heritage is a magnificent emotion because people anticipate Hispanics to fail; but, we prove them wrong when we accomplish our goals. The Hispanic culture’s strength is unbelievably astonishing because we are ambitious of our dreams and we don’t cease until we fulfill our wish. Including the Hispanic culture at University of Washington may open people’s mind that we

Another major predicament that plays a large role in the amount of African Americans that do not receive a higher education is once they get to college, they do not have a typical or enjoyable experience once there. In today’s society, it is hard to imagine that there is still racism and segregation in schools and colleges today but the reality is, it still does very much exist. This is especially true when black students attend predominantly white universities. Even though most colleges promote themselves by talking about how diverse their

This statistic is important because it shows how much Chicano students have struggled in school at every grade level. Compare these numbers with the white community, “84 graduate from high school, 26 graduate with a bachelor 's degree and 10 earn a professional degree...Chicanas and Chicanos, have the lowest educational attainment of any group” there is great cause for concern (Marquez). These realities have a variety of causes as these students “usually attend racially segregated, overcrowded schools” and with “poorly maintained facilities, students are often enrolled in classes where undertrained, under credentialed faculty attempt to teach with minimal resources” many as "tracked into remedial or vocational program” (Marquez). David Scott ran data in academic performances by ethnic-studies students and states that Chicano students do better in school when having these programs available because they are a "substantial boost" for those poorest students (Scott 2012). If they don’t have these programs the result then is that “they drop out, or are pushed, out of the educational pipeline in higher numbers than any other group” (Marquez). While enrolled, “students often describe graduate school as a place where they feel invisible” as most programs “tend to be racially exclusive with predominately white students, faculty and curricula that omit Chicano histories and perspectives” (Marquez). For this reason, it is suggested by Scott for imperative

Living as a Latina in the United States of America is tough. Racial stereotypes follow minorities everywhere they go, even in the classroom. The average American has a typical image of what a professor should be like; which most refer to this image as a white graduate male. These perceived images should not exist because professors come in many different genders, sexualities, and races. In “A Prostitute, A servant, and a Customer-Service Representative: A Latina In Academia,” professor in the department of Critical Culture, Gender, and Race studies, Carmen R. Lugo-Lugo, uses emotional appeals and language to inform and create awareness of social and racial stereotypes, as well as how profiting is a priority amongst universities.

In a 2004 journal by Susan Auerbach, the concept of parental influence and support for Latina/o students is addressed. Auerbach shares that, “Research suggests the pivotal role of parents in promoting students’ college going” (Auerbach, p.127). It is no mystery that parents have great influence over their children, and when a parent is uneducated on how to best advise their child regarding higher education, they are unable to use this influence to encourage attendance. Auerbach states, “Families without a tradition of college going do not have sufficient knowledge to help their children navigate pathways to college” (Auerbach, p.140). According to the Latino Eligibility Study, the single most important barrier to college access for Latino students in California is lack of active knowledge of the steps needed to go to college (Gandara, 1998,2002). Parents of first generation students need tools that can aid in the child’s success and serve as a means of knowledge on what can be a challenging and confusing process. Another issue tied to parent involvement and understanding is that, “Poor and working class Latino families come to college preparation relatively late in students’ careers, with fewer resources and more obstacles” (Auerbach, p.136). The journal supports the idea that Latino/a parents are in need of early access to college preparation education in order to be able to challenge and support their

Racial diversity is something that is often discussed on college campuses. As a student who self-identifies as a minority in more ways than one I often feel like I have a pretty good understanding of the subject of racism and race. However, often times when these issue are discussed I learn something new; this was the case when reading the articles this week. This week’s articles examined the issue of race from different perspectives. This allowed me to re-examine the issue in a fuller manner; it also allowed me to question some of my own notions that I hadn’t really challenged before.

In an America where Latinos are likelier to be incarcerated than in college, I have a responsibility to make my four years at a fancy university meaningful for people from South Phoenix other

I also worked on three independent research projects, under the supervision of Dr. Jeanett Castellanos, for two years and two quarters; that is, examining the association between the Latina/o undergraduate commuter experience and their academic persistence; exploring Latino male undergraduate students’ academic micro-successes; and investigating the association between the psychosociocultural variables and both the relationship satisfaction and well-being of Latina/o undergraduate students in romantic relationships. For these projects, I developed a thorough open-ended interview protocol and interviewed participants, coded patterns and themes, strengthened my writing skills, submitted Institutional Review Board applications, recruited participants,

In their article, “Am I going crazy?!”, authors Gildersleeve, Croom and Vasquez highlight the everyday experiences of Latina/o and Black doctoral students. Historically, the academic culture of doctoral education has excluded minority students; since there is a growing enrollment of these students, this type of research can shed more light on those students’ experiences. The authors used a critical race theory analysis to frame their analysis of black and Latina/o student’s cultural experience of doctoral education. First, the authors create a frame that clarifies the culture of doctoral education. The authors have this defined as “the social-cultural and institutional contexts in which students live and work.” A part of that culture is the socialization of doctoral students within their programs, where they learn the customs, tradition, and values of any given discipline or field by engaging in research, service, and teaching. The socialization process can either make or break a doctoral student, and those who are marginalized, often have a more complicated experience. Second, the authors explain how the theoretical foundation (CRT) is used to challenge dominant ideology.

As a student at Holy Cross, I have consistently worked in diverse, multicultural, and inclusive settings. As the senior advisor for a multicultural organization, MEChA de Holy Cross, I have worked to educate others and promote social justice issues on campus. During my first year, I participated in executing a campus -wide demonstration, bringing attention to the forty -three disappeared students of Ayotzinapa, México. In addition, as a part of MEChA, I have collaborated with other multicultural organizations on campus such as Latin American Student Organization, Pax Christi, and the Office of Multicultural Education. Such experiences in these inclusive settings have not only made me aware of social justice issues affecting marginalized communities,

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

In today 's world where the population, especially of the United States, is growing gloriously diverse, institutions of higher education must also reflect this aspect in their student body. The purpose of colleges and universities is to provide students with the education and experience they need to succeed after graduating as well as expand their thoughts and perspectives. Thus, they must create and maintain a similar environment in which students will live and work in the future. Although diversity has been emphasized as a priority for many schools, socioeconomic diversity is often disregarded. However, socioeconomic diversity plays an important role in developing the perspectives and minds of students. Thus, it is essential for the admission offices, especially of prestigious universities like the University of Pennsylvania, to recruit and admit more economically disadvantaged students as well as for the schools to meet the needs of and maintain those students.